Language delay impacts children's social development. Game-based teaching has shown promise in enhancing language skills, however, the effectiveness of digital game-based teaching for children with language delay remains underexplored. This study, focusing on Chinese kindergarten students, investigated the impact of digital game-based teaching pedagogy on the language development of children with delay. Employing a mixed-method approach, quantitative data from teachers' assessment scale, while qualitative data from semi-structured interviews. A randomized controlled trial was conducted among 60 students. Results revealed a significant improvement in the experimental group post-intervention compared to the control group. Interview findings showed positive attitudes from teachers and parents towards digital game-based teaching, alongside concerns such as distracted academic attention, excessive reliance on games, and prolonged screen radiation. These findings indicate benefits for improving language abilities of children with delay, while calling for attention to potential threats.